The Influence of teacher's knowledge for teaching mathematics with technology on the implementation of investigation tasks

This study intends to understand the knowledge held by the teacher and its influence on the implementation of investigation tasks using graphing calculators. The theoretical framework focuses on the professional knowledge and on the graphing calculator, and emphasizes the Knowledge for Teaching Mathematics with Technology (KTMT), a model of teacher's knowledge developed during this study. The study adopts a qualitative and interpretative methodological approach, undertaking one teacher case study. The results of the study suggest that it is the integration between all the knowledge domains into an Integrated Knowledge that seems to be reflected in the teacher's practice and specifically in the diversity of investigation tasks proposed where the graphing calculator is an important resource. Thus, the KTMT model appears to be directly related to the practice of the teacher, seeming to include the potential to, through the analysis of teacher practice, identify possible areas for future professional development.